Ference Marton | Academic Influence

Ference Marton's AcademicInfluence.com Rankings

Ference Marton

Psychology

#929

World Rank

#1166

Historical Rank

Educational Psychology

#21

World Rank

#22

Historical Rank

psychology Degrees

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Psychology

Ference Marton's Degrees

PhD Psychology University of Gothenburg

Why Is Ference Marton Influential?

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According to Wikipedia, Ference Marton is a Swedish educational psychologist who is best known for introducing the distinction between deep and surface approaches to learning, and developing phenomenography as a methodology for educational research. More recently, he developed a theory of classroom learning based on establishing the prerequisites for learning conceived as the "space of learning". Marton is a professor of education at the Göteborg University.

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Ference Marton's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976) (4280)
Learning and Awareness (1997) (3694)
Phenomenography — Describing conceptions of the world around us (1981) (3080)
Phenomenography-a research approach to investigating different understandings of reality (1986) (1850)
ON QUALITATIVE DIFFERENCES IN LEARNING—II OUTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK (1976) (1386)
Conceptions of learning (1993) (1088)
Approaches to learning (2003) (993)
The Experience of Learning (1984) (982)
Classroom Discourse and the Space of Learning (2004) (973)
On qualitative differences in learning (2013) (839)
The University of Learning. Beyond Quality and Competence in Higher Education. (2013) (693)
On the unit of description in phenomenography (2005) (508)
On Some Necessary Conditions of Learning (2006) (404)
Necessary Conditions of Learning (2014) (390)
The space of learning (2004) (380)
The University of Learning (1998) (338)
Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong (1997) (287)
Describing and Improving Learning (1988) (246)
Beyond ``lesson study'': Comparing two ways of facilitating the grasp of some economic concepts (2003) (237)
Sameness and Difference in Transfer (2006) (224)
Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design (2011) (207)
Variatio Est Mater Studiorum (2000) (178)
Explorations in Learning & Instruction: The Theory Into Practice Database (2003) (167)
Students' conceptions of matter. (1990) (166)
What Does it Take to Learn (2003) (158)
Teaching with variation: A Chinese way of promoting effective Mathematics learning (2004) (155)
Conceptions of research in student learning (1979) (153)
Learning Theory as Teaching Resource: Enhancing Students’ Understanding of Economic Concepts (2005) (151)
Displacement, velocity, and frames of reference: Phenomenographic studies of students’ understanding and some implications for teaching and assessment (1992) (146)
Phenomenography and “the art of teaching all things to all men'’ (1992) (146)
Two faces of variation (1999) (128)
On non‐verbatim learning: 1. Level of processing and level of outcome (1975) (127)
Knowledge objects: understandings constituted through intensive academic study (1994) (125)
Students' conceptions of subject matter: An aspect of learning and teaching in higher education (1978) (124)
Learning in the Learner's Perspective. III. Level of Difficulty Seen as a Relationship Between the Reader and the Text. No. 78. (1979) (118)
Beyond Individual Differences (1983) (116)
‘Read a hundred times and the meaning will appear ...’ Changes in Chinese University students’ views of the temporal structure of learning (2005) (108)
The Idea of Phenomenography and the Pedagogy of Conceptual Change (2008) (104)
Transforming Universities: Changing Patterns of Governance, Structure and Learning in Swedish Higher Education. Higher Education Policy Series 48. (1999) (82)
A Nobel's eye view of scientific intuition: discussions with the Nobel prize‐winners in physics, chemistry and medicine (1970‐86) (1994) (77)
Meanings are acquired from experiencing differences against a background of sameness, rather than from experiencing sameness against a background of difference: Putting a conjecture to the test by embedding it in a pedagogical tool (2013) (70)
The lived space of mathematics learning (2002) (68)
An integrative perceptual approach for teaching Chinese characters (2007) (66)
A longitudinal study of learning for a group of indigenous Australian university students: Dissonant conceptions and strategies (2004) (63)
The Phenomenography of the ´Mole Concept´ in Chemistry (1988) (62)
DIFFERENCES IN UNDERSTANDING AND THE USE OF REFLECTIVE VARIATION IN READING (1992) (58)
What is made possible to learn when using the variation theory of learning in teaching mathematics? (2017) (55)
Learning in formal and informal contexts : conceptions and strategies of Aboriginal and Torres Strait Islander university students (2000) (51)
What matters? Discovering critical conditions of classroom learning (2002) (51)
On non‐verbatim learning: II. The erosion effect of a task‐induced learning algorithm (1976) (48)
Solving the Paradox of the Chinese Teacher (2001) (42)
Interaction between the learners’ initial grasp of the object of learning and the learning resource afforded (2013) (40)
The Idea of Phenomenography (2013) (39)
Building knowledge about the interface (2001) (38)
Towards a Pedagogy of Content (1989) (37)
Physics students' understanding of relative speed: A phenomenographic study (1993) (37)
Towards a Psychology Beyond the Individual (1984) (36)
Aboriginal and Torres Strait Islander university students' conceptions of formal learning and experiences of informal learning (2000) (35)
On non-verbatim learning: III. The outcome space of some basic concepts in economics (1976) (35)
Studying Conceptions of Reality A Metatheoretical Note1 (1981) (34)
The Shared Space of Learning (2004) (32)
Identifying a pattern of teaching: An analysis of a Shanghai teacher's lessons (2005) (32)
Views on learning in different cultures.Comparing patterns in China and Uruguay (1996) (31)
Structural dynamics of learning (1970) (30)
Towards a Pedagogy of Learning (2004) (29)
Assessing understanding: A phenomenographic approach (1989) (29)
Computer simulation as a tool for developing intuitive and conceptual understanding in mechanics (1993) (27)
On the Learning of Chinese (2010) (26)
Qualitative differences in the understanding and retention of the main point in some texts based on the principle-example structure (1978) (26)
Skill as an Aspect of Knowledge. (1979) (22)
Teaching one thing at a time or several things together? – teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science (2016) (22)
Towards a pedagogical theory of learning (2018) (22)
Variation and the secret of the virtuoso (2004) (22)
Constructivism and Constitutionalism. Some Implications for Elementary Mathematics Education (1989) (22)
What has happened to intuition in science education? (1992) (21)
Paths of learning: the joint constitution of insights (1999) (21)
Our Experience of the Physical World (1993) (21)
Teaching to add three-digit numbers in Hong Kong and Shanghai: illustration of differences in the systematic use of variation and invariance (2016) (20)
Views of Learning, Teaching Practices and Conceptions of Problem Solving in Science (2002) (20)
Variatio Est Mater Studiorum [Variation Is the Mother of Learning]. Invited Contribution. (2000) (19)
The idea and practice of learning study (2015) (19)
On the Paradox of Pedagogy: the relative contribution of teachers and learners to learning (2007) (18)
Learning from "The Learning Study" (2007) (18)
Learning theory as teaching resource: Another example of the radical enhancement of students' understanding of the economic aspects of the world around them (2005) (18)
The Lived Space of Learning: An Inquiry Into Indigenous Australian University Students’ Experiences of Studying (2001) (18)
Qualitative differences in retention when a text is read several times (1988) (17)
Study Skills and Learning. (1976) (15)
Some Effects of Content‐neutral Instructions on Non‐verbatim Learning in a Neutral Setting (1974) (15)
The phenomenography of learning- a wuialitative approach to aducational research and soome of its implications for didactics (1990) (14)
The Semantic Enrichment of the Space of Learning (2004) (14)
Chinese lesson study, Learning study and keys to learning (2017) (13)
On non‐verbatim learning: IV. Some theoretical and methodological notes (1976) (11)
Introduction. The psychology of student learning (1989) (10)
The Chinese Learner of Tomorrow (2010) (9)
Peeling the Onion: Student teachers' of literary understanding (2001) (9)
Beyond Learning as Changing Participation (2009) (9)
Teaching in primary schools in China and India: contexts of learning (2016) (8)
Learning in and out of university : Aboriginal and Torres Strait Islander students’ conceptions and strategies used to learn (1999) (8)
Towards a Phenomenography of Learning. II: A Relational View of Study Skill. 1982:07. (1982) (7)
Conclusion: For each and everyone (2005) (7)
The object of learning in action research and learning study (2019) (7)
Chinese Pedagogy and a Pedagogy for Learning Chinese (2010) (6)
The Learner's Experience of Learning (2018) (6)
Explicit and Implicit Pedagogy: variation theory as a case study (2011) (6)
Conceptions of learning held by Aboriginal students in a tertiary program in Indigenous primary health care (1997) (5)
The tenth year of English: Review of a project concerning second language learning at university level (1947) (5)
What is to be learnt? Critical aspects of elementary arithmetic skills (2021) (5)
Bringing Learning About (2001) (4)
Investigations into the learning and teaching of basic concepts in Economics. - A research project on higher Education (1976) (4)
Learning theory as a teaching resource: Enhancing students' understanding (2015) (4)
Connecting student learning and classroom teaching through the variation framework (2007) (4)
On the Methodology of ‘Phenomenography’ As A Science Education Research Tool (2003) (4)
The Reverse Effect of an Attempt to Shape Reader Awareness (1994) (4)
The University of Learning:992The University of Learning: Beyond Quality and Competence. London: Kogan Page 1998.: Beyond Quality and Competence (1999) (4)
Teaching through Variation (2017) (3)
READER'S EXPERIENCE AND TEXTUAL MEANING: an empirical study (1993) (3)
Building knowledge about the interface in composite materials (2000) (3)
Educational research: Then and now. Reflections on practices and impact (1986) (3)
Skill as an Aspect of Knowledge: Some Implications from Research on Students Conceptions of Central Phenomena in Their Subjects. Investigations into the Learning and Teaching of Basic Concepts in Economics. No. 55. (2). (1976) (3)
Sameness and Difference in Learning (2014) (3)
Conceptions of formal & informal learning held by first year Aboriginal & Torres Strait Islander university students (1999) (2)
Pre-school children’s learning of number concepts in a game-based learning environment (2011) (2)
Finding out what has been learned (2003) (1)
Quality and qualities (2003) (1)
Theoretical contributions Affordances for learning Studying teaching in terms of the learning that the inherent pattern of variation and invariance makes possible : Maria Montessori ’ s Pedagogy as an example (2011) (1)
What should be learned: competence and competencies? (2003) (1)
The Paradox of Pedagogy (2005) (1)
Qualitative Changes in Conceptions of the World around Us as an Educational Outcome: Pre-school Student Teachers’ Way of Apprehending Children at Play (1982) (1)
Teachers' understanding and use of a learning theory (2010) (1)
The anatomy of a Chinese lesson (1999) (1)
Learning as Seen from the Learner's Point of View. ZIFF Papiere 30. (1979) (1)
Learning to read and write better (2010) (1)
Why the content should be keep invariant when comparing teaching in the same subject in different classroom, in different countries (2002) (1)
Teaching finger patterns for arithmetic development to preschoolers (2018) (1)
The phenomenographic approach to the study of qualitative differences in learning (2007) (1)
Revealing Educationally Critical Differences in Our Understanding of the World Around Us (2013) (1)
Learning to Handle Money Better (2009) (0)
A reply to Charles Clarke by Ference Marton (2012) (0)
Interaction between the learners’ initial grasp of the object of learning and the learning resource afforded (2013) (0)
SPECIALIZED TRAINING VERSUS GENERAL EDUCATION IN HIGHER EDUCATION (1982) (0)
Being good at teaching language (1999) (0)
PAD Class: a Local New Teaching Mode of Promoting Deep Learning (2017) (0)
Group Comparisons and Simple Arithmetic (1969) (0)
ChapterS The Anatomy of Awareness (2013) (0)
Are critical feature of the object of learning in Hong Kong, also critical in Sweden? (2009) (0)
Two faces of variation revisited (2007) (0)
Repeated practice Chinese : Initial understanding Memorisation Deep understanding Uruguayan : Learning Internalizing Assimilating Incorporating Living it in practice Initial understanding (2003) (0)
Constructivism and Constitutionalism: Some Implications for the First Mathe- matics Education (*) (1991) (0)
Boosting financial awareness (2007) (0)
The accidental resurrection of the idea of ATI (aptitude-treatment interaction) (2013) (0)
Variation in learning for Australian Aboriginal and Torres Strait Islander university students (2001) (0)
The idea of the university (2003) (0)
What Makes Humans Human (2014) (0)
Speed, distance and time: a phenomenographic study of students' conceptions in kinematics (1989) (0)
A First Day "Nice"-Breaker: A Gallery Walk to Help Student to Start Thinking About Science, Scientists, and Society (2018) (0)
Open software to enhance learners’ discernment and connection of features of Chinese characters (2014) (0)
Teaching to add three-digit numbers in Hong Kong and Shanghai: illustration of differences in the systematic use of variation and invariance (2016) (0)
Dealing with the Unknown by Means of the Known (2008) (0)
A Research Project on Higher Education. Investigations into the Learning and Teaching of Basic Concepts in Economics. No. 54. (1). (1976) (0)
How can we improve students’ literacy? A one-year longitudinal study on the use of a nontraditional approach to developing a Secondary 1 curriculum in Chinese language in Hong Kong (2007) (0)
University Studies in Teams. (1975) (0)
A Pedagogy of Awareness (2013) (0)
Stochastic and Deterministic Views of Statistics: A Pedagogical Perspective (2022) (0)
What is made possible to learn when using the variation theory of learning in teaching mathematics? (2017) (0)
Enhancing creativity in Chinese teaching (2010) (0)
DESCRIBING CONCEPTIO WORLDAROUNDUS (1981) (0)
Collective consciousness and the ethics of learning (2003) (0)
Building Knowledge in Materials Science (2000) (0)
Soaring Across the Sky Like a Heavenly Horse (2010) (0)
in Chinese University students9 views of the temporal structure of learning (2005) (0)
CREATING CATEGORIES OF DESCRWTION USING PHENOMENOGRAPHIC DATA: AN Eliv\MPLE OF ANALYTICAL PEOCESS (2008) (0)
Learning Study as a tool for building learning communities to facilitate teachers' professional development (2004) (0)
A Place for Learning (2004) (0)

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Other Resources About Ference Marton

en.wikipedia.org

What Schools Are Affiliated With Ference Marton?

Ference Marton is affiliated with the following schools:

University of Gothenburg